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Educational Status of Bundi District: a Geographical Study

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Educational Status of Bundi District: a Geographical Study P: ISSN No. 2231-0045 RNI No. UPBIL/2012/55438 VOL.-7, ISSUE-1, August-2018 E: ISSN No. 2349-9435 A Periodic…..A…. Research Educational Status of Bundi District: A Geographical Study Abstract Literacy is an important demographic element of the human development process. All the developing countries are addressing the challenges of education for all since education is a most powerful instrument for the alleviation of poverty and inequality in society. Literacy contributes to better health, higher productivity, high income, capability and esteemed living, increased participation in community life. The modern concept of education means to develop the inherent capacities of a child. The aim of the present paper is to find out the educational status of Bundi district. The educational status has been worked out at primary, secondary and at higher secondary educational levels. The paper also aims to find out the decadal changes and highlight the causes of regional variations. Keywords: Literacy, Spatial Pattern, Male Literacy, Female Literacy, Regional Variation. Introduction Scholars have necessitated three basic elements for the all-round SandeepYadav development of a region, these are natural resources, institutional social Associate Professor, structure and technological development. Natural resources lay the Deptt. of Geography, foundation for regional development whereas, the institutional social Govt. College, structure provides a framework of development or backwardness, which is made favourable using the technological development by the people of that Bundi, Rajashthan, India region for the region‟s development. Literacy is one of the main factors that is used for measuring the levels of development on the basis of the above three elements. According to Indian Census definition “Literacy‟ means “a person who can read and write a simple message in any language with understanding is considered literate” (Census of India, 2011) Literacy rates in India are calculated excluding 0-6 age group of the population. Review of Literature Literacy and education are considered as the main driving force of development for a nation. Education and literacy not only control the state of development but also determines it. Education not only develops the personality of a person but it also helps in the development of the region. A number of studies have documented, both theoretically and empirically, the importance of education not only for economic benefits but social too. Krishan (1978) emphasizes a major rise in the female-male ratio in higher education from 14:100 in 1951 to 66:100 in 2001. Women‟s participation in medical, engineering and technical education has also gone up noticeably in the past few decades. The state-level data reveals that „the presence of women in higher education finds a stronger correlation with female literacy rate than with the level of urbanization or per capita income.Nath (2001) draws attention to lowest literacy rates in Uttar Pradesh and Bihar, which Zuber Khan together have about l/4th of the population of the country. Also, despite Associate Professor, having a large number of illiterates, the progress in increasing literacy has Deptt. of Geography, been noteworthy, resulting in phenomenal growth of the print media - Govt. College, weekly and daily newspapers, magazines and books, films and television Bundi, Rajasthan, India serials, all in regional languages. Singh (1998) analyzed the emerging trends of female literacy in India and concluded that notwithstanding, enormous social and economic costs of neglect of female education, the study of female literacy in India is that of preponderance illiteracy marked by gender gaps and regional inequalities with the problem compounding over the years. The wide disparity and persistence of acute illiteracy in regions, a matter of both supply-side shortage and demand-sideconstraints is an issue of serious concern. There seems to be a dialectical relationship between educational progress and social change. Illiterate women are invariably caught in a vicious circle of poverty, repeated childbearing, ill-health, and 202 P: ISSN No. 2231-0045 RNI No. UPBIL/2012/55438 VOL.-7, ISSUE-1, August-2018 E: ISSN No. 2349-9435 A Periodic…..A…. Research powerlessness, lacking the means to break out of the spatial analysis of this attribute either at national their predicament, education. Illiteracy for them or at the regional level. becomes a lifelong cul-de-sac contributing to their Therefore, the educational stage is also a marginalization within the family, the workplace and symbol of regional development. The present study is public life. undertaken looking at the dual and important role of Mehta (1995) focused on patterns and education. correlates of tribal literacy in India. Physical and Objectives of the Study economic distance to schools as well as the lack of The main objectives of the study are to: opportunity for schooling in mother tongue were found 1. To determine the state of educational to be the main deterrents in the way of tribal literacy in development of Bundi district the country.Prior to 1990s also attempts had been 2. To study the different dimensions of educational made to analyze the trends and regional disparities in development and its temporal analysis literacy. In this context, the works of Gosal (1964), 3. To analyse the data at the tehsil level and find out Tirtha (1966), Naik (1971), Krishan and Shyam the regional distribution pattern of educational (1978), Gosal (2001), Sagar (1991), Reddy (1985), status Raza and others (1986) and Chandna (1972) may be Methodology cited. Panwar and Vyas (1993) worked on planning The tehsil has been considered the most strategies for removal of disparities in educational appropriate unit of study. The study is based primarily development in Rajasthan. These apart, a number of on the secondary data obtained from a variety of studies on the regional analysis of literacy at authentic government sources. The tehsil level data Meso/micro scale i.e. state or district or tehsil have for total, male, female population has been taken from also been carried out. The attempts made by Joshi Census of India (2011) General Population Totals, (2000), Mukerji (1968), Sharma (1985), Chitnis Primary Census Abstract, Rajasthan. Data received (1974), Krishan and Chandna (1974), Banerjee from various sources first and then combined it into (1975), Siddique (1977), Singh (1979), Schuth (1980), different groups and tables according to the Dutta (1982), and Shastri (1985), fall into the category requirements of the study.For objective fulfilment and of regional studies. Yadav, Jetwal and Khan(2018) factual comparative analysis of data use of maps and have studied the spatial patterns of literacy various statistical methods have been used in the differentials in Hadauti region. Thus, most of the study. studies, pertaining to literacy, have been confined to . 203 P: ISSN No. 2231-0045 RNI No. UPBIL/2012/55438 VOL.-7, ISSUE-1, August-2018 E: ISSN No. 2349-9435 A Periodic…..A…. Research Study Area determinant of its socio-economic, cultural and Bundi district is the part of 'Hadoti' region in political activities. Remarkable features of its surface, southeastern Rajasthan and lies between 24049'11" physiography and soil compositions make this region N to 25°53' 11" N latitudes and 75°30' to 76°21' 30" a typical physical unit. The region is mainly composed East longitudes covering an area of 5763 Sq. Km,with of low hills and discretely distributed plateau area with a population of 1,113,725 persons as per 2011 shallow plains. The area exhibits numerous natural census. The district has taken its name from a narrow diversities and reflects a queer and confused valley called 'Bundi-ka Nal' where Meena chieftain amalgam of lowland and upland topography. Jaita erected the Bundi city in the centre of the valley. Spatial Pattern of Literacy It is divided into 5 tehsils which are: Bundi, Hindoli, Table 1: Bundi Tehsil wise Literacy Rates since Nainwa, Keshoraipatan and Indragarh. Bundi District 1971 is bordered to the north by Tonk District, to the west Tehsil 1971 1981 1991 2001 2011 by Bhilwara District, to the East by Kota District and to the southwest by Chittorgarh District. Hindoli 8.75 11.77 22.16 46.81 53.92 Bundi District belongs to Vindhyan and Aravalli formations having three broad groups of soils. Nainwan 11.90 15.87 26.62 52.47 57.83 The northeastern part is having hard red soils while the southeastern part is covered with black soil Bundi 19.58 22.99 37.01 58.3 63.6 formed by weathering of Deccan lavas. The general slope is from northwesterly direction to southeasterly Keshoraipatan 20.29 26.48 38.76 59.42 68.05 direction. Chambal is the main river of the district. The Indragarh …. …. …. 61.5 65.54 other rivers are Mej, Mangliand Bajan. The geological formations of the district mainly belong to Bundi District 16.01 20.14 32.75 55.80 62.31 Vindhyanand Aravallies, the metamorphic series of Archaean rocks consisting gneiss schists, quartzites, Source: Calculated by authors limestone, marble, granite and sandstone. The geographical environment is a basic 204 P: ISSN No. 2231-0045 RNI No. UPBIL/2012/55438 VOL.-7, ISSUE-1, August-2018 E: ISSN No. 2349-9435 A Periodic…..A…. Research Bundi Literacy 1971 - 2011 The entire district is divided into 3 levels on providing themwithaneducation. Education, especially the basis of 2011 literacy levels. female education was not given any importance due 1. High level (65 percent and more) – On the basis to stereosity and backwardness. Girls were confined of 2011 literacy data, Keshoraipatan and to domestic help. All these reasons were cumulatively Indragarh tehsils fall in this category. responsible for the low literacy levels in Bundi 2. Medium level (55 percent to 65 percent) – district.Looking at table 1, we find that in 1971 the Nainwan and Bundi tehsils come under this literacy of Bundi district was as low as 16.01 percent; category.
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